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P romise N eighborhoods Planning Grants 2012 Competition Pre-Application Webinar May 15 and June 12, 2012

P romise N eighborhoods Planning Grants 2012 Competition Pre-Application Webinar May 15 and June 12, 2012. Agenda. Welcome and Program Overview Larkin Eligibility and Matching Requirements Ron Q/A Absolute Priority 1 Jane Break Other Priorities Adrienne

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P romise N eighborhoods Planning Grants 2012 Competition Pre-Application Webinar May 15 and June 12, 2012

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  1. Promise Neighborhoods Planning Grants 2012 CompetitionPre-Application WebinarMay 15 and June 12, 2012

  2. Agenda Welcome and Program Overview Larkin Eligibility and Matching Requirements Ron Q/A Absolute Priority 1 Jane Break Other Priorities Adrienne Selection Criteria Bonnie Peer Review Bonnie Q/A Break Intent to Apply Bonnie Application Process Michelle Important Dates and Closing Larkin

  3. Promise Neighborhoods Summary Vision The vision of this program is that all children and youth growing up in Promise Neighborhoods have access to great schools and strong systems of family and community support that will prepare them to attain an excellent education and successfully transition to college and a career. $60 million to be obligated by December 31, 2012 Funding • Eligible applicants are: • Nonprofit organizations, • Institutions of higher education, and • Indian tribes Applicants

  4. A Few Notes on Q&A

  5. A Few Notes on Q&A (cont’d) • We have budgeted time after each speaker for Q&A. Members of the Promise Neighborhoods team will moderate the Q&A portion. • Participants should submit their questions via the webinar Q&A function on the right-hand-side of your screen. • Please submit questions relevant to the topic being addressed by the current speaker. • Due to time constraints, we will not be able to answer all questions received.

  6. A Few Notes on Q&A (cont’d) • We will consider questions from today’s webinar for our next FAQ update. • If your question is not addressed, you can submit it to promiseneighborhoods@ed.gov. • We cannot respond to each inquiry with an individual response, but we will regularly post answers to the most frequently asked questions on our website, www.ed.gov/programs/promiseneighborhoods/index.html.

  7. FY 2012 Promise Neighborhoods Competition The 2012 Promise Neighborhoods program will include two competitions: planning and implementation * Project period range from 36-60 months (3-5 years). Budget period should match project period. Note: The balance of funding ($1.5MM) will be used for national activities—technical assistance, evaluation, and peer review

  8. High-Performing Schools and Academic Programs PN Theory of Change Effective Community Services Strong Family Supports Aligned City/Regional Infrastructure and Leadership Families/children segmented by need PN students meet outcomes, prepared for college and career Distressed communities are transformed

  9. PN Theory of Action Increase capacity of organizations focused on achieving results for children and youth in an entire neighborhoods RESOURCE LEVERAGING, INTEGRATION, AND TARGETING Build continuum of solutions with great schools at center Integrate other community supports: housing, health, etc. Private funding (individual, corporate, philanthropic) New Promise Neighborhoods funding, support (ED) Integrate programs and break down agency “silos” Other public funds, programs (ED, HUD, HHS, Justice, Labor, USDA, State, local, etc) Sustain and “scale up” proven, effective solutions Learn about impact of Promise Neighborhoods, relationship between particular strategies and student outcomes

  10. Eligibility Requirements Eligible Organization: Indian Tribe Nonprofit Organization Institution of Higher Education or or TO RECEIVE A GRANT,MUST MUST • Be representative of the geographic area proposed to be served (including board members who are from the neighborhood, are low-income, and/or are public officials) • Currently provide at least one of the solutions from the applicant’s proposed continuum of solutions in neighborhood to be served • Operates or proposes to work with and involve in carrying out its proposed project, in coordination with the school’s LEA, at least one public elementary or secondary school that is located within the identified geographic area that the grant will serve

  11. Eligibility: Key Terms

  12. Eligibility: Key Definitions

  13. Absolute Priority 2: Rural Communities • Rural communitymeans a neighborhood that: • Is served by an LEA that is currently eligible under the Small Rural School Achievement (SRSA) program or the Rural and Low-Income School (RLIS) program authorized under Title VI, Part B of the ESEA; or • (2) Includes only schools designated with a school locale code of 42 or 43. • Applicants may determine SRSA, RLIS, and locale codes via links in the • Notice Inviting Applications

  14. Absolute Priority 3: Tribal Communities Indian tribemeansany Indian or Alaska Native tribe, band, nation, pueblo, village or community that the Secretary of the Interior acknowledges to exist as an Indian tribe, 25 U.S.C. 479a and 479a–1 or any Alaska Native village or regional or village corporation as defined in or established pursuant to the Alaska Native Claims Settlement Act, 43 U.S.C. 1601, et seq., that is recognized as eligible for the special programs and services provided by the United States to Indians because of their status as Indians. The term ‘‘Indian’’ means a member of an Indian tribe.

  15. Matching Requirement • Sources may include Federal, State, and local public agencies, philanthropic organizations, private businesses, or individuals • Contributions may be cash or in-kind

  16. Matching Requirement (cont.)

  17. Q & A 17

  18. PN Planning Notice Priorities All applicants must apply under only one of the absolute priorities Competitive and Invitational Priorities Absolute Priority 1 – Promise Neighborhood Plan • Absolute Priority 2 – • Rural Communities • Absolute Priority 3 – • Tribal Communities

  19. Absolute Priority 1: Promise Neighborhoods Plan Five Requirements

  20. Absolute Priority 1: Requirement 1Neighborhood and level of distress • Describe the geographically defined area to be served and the level of distress in that area based on indicators of need and other relevant indicators • Applicants may propose to serve multiple, non-contiguous geographically defined areas Note: In cases where target areas are not contiguous, the applicant must explain its rationale for including non-contiguous areas

  21. Absolute Priority 1: Requirement 2Plan to build a continuum of solutions

  22. Absolute Priority 1: Requirement 2planning a continuum of solutions (cont’d) • Plan must ensure children have access to solutions • Examples of solutions are: • After-school and other programs • School turnaround

  23. Absolute Priority 1: Requirement 2Target Schools Public schools served through the grant may include-- or An applicant may serve effective school(s) only if it also serves a persistently lowest-achieving or low-performing school

  24. Absolute Priority 1: Requirement 2Types of target schools and strategies

  25. Absolute Priority 1: Requirement 3Data and Needs Assessment … an applicant must— • Explain how it will conduct a comprehensive needs assessment and segmentation analysis of children and youth in the neighborhood during the planning grant project period • Show the grantee will use the needs assessment and segmentation analysis to determine the children with the highest needs and ensure that those children receive the appropriate services from the continuum of solutions.

  26. Absolute Priority 1: Requirement 3Data and Needs Assessment (cont.) Identify and describe the academic and family and community support indicators that the applicant will use in conducting the needs assessment during the planning year. Program indicatorsare indicators that the Department will use only for research and evaluation purposes and for which an applicant is not required to propose solutions. Project indicatorsare indicators for which an applicant proposes solutions intended to result in progress on the indicators.

  27. Absolute Priority 1: Requirement 3Results Education Programs Age Grade Family and Community Supports

  28. Absolute Priority 1: Requirement 3Results and Indicators- Education Programs College/ Career Success Indicator: #/% of students with post secondary degrees or other credentials w/o need for remediation High School Graduation Indicator: Graduation rate in neighborhood high school Children Ready for Kindergarten Indicators: #/% of young children who demonstrate age-appropriate functioning; have a medical home; and participate in early learning programs. Successful MS to HS Transition Indicator: Attendance rate of students in sixth, seventh, eighth and ninth grades Students Proficient in Core Subjects Indicator: #/% of students at or above grade level according to 3rd-8th grade and high school assessments Age Grade Grantees must collect data for the five academic indicators (program and project) stated above.

  29. Absolute Priority 1: Requirement 3Results and Indicators- Family and Community Supports Students Are Healthy Indicator: #/% of children participating in 60 mins. of physical activity daily; #/% who eat 5 or more fruits and vegetables daily Students Feel Safe Indicator: #/% of students who feel safe at school and traveling to and from school as measured by a school climate survey Students Live in Stable Communities Indicator: Student mobility rate (as defined in notice inviting applications) Family/ Community Support Learning Indicator: #/% of families who read to their children, encourage their children to read, and talk to their children about college Students w/ 21st Century Learning Tools Indicator: #/% students with school and home access to broadband and connected computing device Grantees must collect data for the five family and community support program indicators stated above. Grantees may also select their own project indicator in each category to fit the needs of their communities or use the indicators prescribed by ED.

  30. Absolute Priority 1: Requirement 4Experience, organizational capacity, and partners

  31. Collecting, analyzing, and using data Absolute Priority 1: Requirement 4Data collection, analysis, management The applicant must describe:

  32. Absolute Priority 1: Requirement 4Preliminary memorandum of understanding Creating formal and informal relationships

  33. Absolute Priority 1: Requirement 5Commitment to Work with a National Evaluator Describe the applicant’s commitment to work with the Department, and with a national evaluator for Promise Neighborhoods or another entity designated by the Department, to ensure that data collection and program design are consistent with plans to conduct a rigorous national evaluation of the Promise Neighborhoods Program

  34. Q & A 34

  35. BREAK 35

  36. PN Planning Notice Priorities All applicants must apply under only one of the absolute priorities Competitive and Invitational Priorities Absolute Priority 1 – Promise Neighborhood Plan • Absolute Priority 2 – • Rural Communities • Absolute Priority 3 – • Tribal Communities

  37. Absolute Priority 2: Rural Communities • Rural communitymeans a neighborhood that : • Is served by an LEA that is currently eligible under the Small Rural School Achievement (SRSA) program or the Rural and Low-Income School (RLIS) program authorized under Title VI, Part B of the ESEA; or • (2) Includes only schools designated with a school locale code of 42 or 43. • Applicants may determine SRSA, RLIS, and locale codes via links in the • Notice Inviting Applications

  38. PN Planning Notice Priorities All applicants must apply under only one of the absolute priorities Competitive and Invitational Priorities Absolute Priority 1 – Promise Neighborhood Plan • Absolute Priority 2 – • Rural Communities • Absolute Priority 3 – • Tribal Communities

  39. Absolute Priority 3: Tribal Communities Indian tribemeansany Indian or Alaska Native tribe, band, nation, pueblo, village or community that the Secretary of the Interior acknowledges to exist as an Indian tribe, 25 U.S.C. 479a and 479a–1 or any Alaska Native village or regional or village corporation as defined in or established pursuant to the Alaska Native Claims Settlement Act, 43 U.S.C. 1601, et seq., that is recognized as eligible for the special programs and services provided by the United States to Indians because of their status as Indians. The term ‘‘Indian’’ means a member of an Indian tribe.

  40. PN Planning Notice Priorities All applicants must apply under only one of the absolute priorities • Competitive Priorities • Comprehensive Early Learning Network • Internet Connectivity • Arts and Humanities • Quality Affordable Housing (HUD Partnership) • Invitational Priority • Family Engagement in Learning Through Adult Ed Absolute Priority 1 – Promise Neighborhood Plan • Absolute Priority 2 – • Rural Communities • Absolute Priority 3 – • Tribal Communities

  41. Competitive Preference Priorities (#4-#7)

  42. Competitive Preference Priorities (cont.) • Applicants for planning grants may identify no more than two CPPs for the purpose of earning competitive preference points. • Applicants may address as many of the competitive preference priorities as they wish for the purpose of providing a comprehensive description of their proposed projects. • However, the Department will only review and award points under a maximum of two CPPs the applicant identifies. 

  43. Invitational Priority: Family Engagement in Learning Through Adult Education • The Secretary is interested in receiving applications with plans that are coordinated with adult education programs that provide training and opportunities for family members to support student learning. • An application that meets this priority will not receive preference over other applications.

  44. Q & A 44

  45. PN Selection Criteria

  46. Need for Project (15 points) The magnitude or severity of the problems to be addressed by the proposed project as described by indicators of need and other relevant indicators identified in part by the needs assessment and segmentation analysis (10 points); and The extent to which the geographically defined area has been described (5 points).

  47. Quality of Project Design (20 points) The extent to which the continuum of solutions is aligned with an ambitious, rigorous, and comprehensive strategy for improvement of schools in the neighborhood (10 points); The extent to which the applicant describes a proposal to plan to create a complete continuum of solutions, including early learning through grade 12, college- and career-readiness, and family and community supports, without time and resource gaps that will prepare all children in the neighborhood to attain an excellent education and successfully transition to college and a career (5 points); and The extent to which solutions leverage existing neighborhood assets and coordinate with other efforts, including programs supported by Federal, State, local, and private funds (5 points).

  48. Quality of Project Services (20 points) The extent to which the applicant describes how the needs assessment and segmentation analysis, including identifying and describing indicators, will be used during the planning phase to determine each solution within the continuum (10 points); and The extent to which the applicant describes how it will determine that solutions are based on the best available evidence including, where available, strong or moderate evidence, and ensure that solutions drive results and lead to changes on indicators (10 points).

  49. Quality of Management Plan (45 points) In determining the quality of the management plan for the proposed project, the Secretary considers the experience, lessons learned, and proposal to build capacity of the applicant’s management team and project director in all of the following areas— Working with the neighborhood and its residents; the schools described in paragraph (2)(b) of Absolute Priority 1; the LEA in which those schools are located; Federal, State, and local government leaders; and other service providers (10 points); Collecting, analyzing, and using data for decision-making, learning, continuous improvement, and accountability (15 points);

  50. Quality of Management Plan (45 points) Creating formal and informal partnerships, including the alignment of the visions, theories of action, and theories of change described in its memorandum of understanding, and creating a system for holding partners accountable for performance in accordance with the memorandum of understanding (10 points); and Integrating funding streams from multiple public and private sources, including its proposal to leverage and integrate high-quality programs in the neighborhood into the continuum of solutions (10 points).

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